As we started a new period, we also started a new course called TELL. What does that even stand for..? Turns out it’s short for Technology Enhanced Language Learning and Teaching. (That abbreviation was definitely needed.)

During this course we’ll be discussing several ways in which technology is used, mainly focused on teaching and thus in the classroom as well. Since we’re surrounded by technology everywhere we go, this shouldn’t be too hard now, would it? However, there are a few programs that are used quite a lot (think of PowerPoint, Socrative, Kahoot, Quizlet, Prezi, etc.) and I will try to avoid using those, even though I know how much fun it is to do, for instance, a Kahoot! in class.

Last week we started off with exploring three different models which can be used while teaching; TPACK, SAMR and Digital Literacies. I will discuss these models shortly below, so if you have no clue whatsoever as to what these models are; keep on reading!

TPACK: Stands for Technological Pedagogical Content Knowledge and is used by teachers. This model has multiple areas, which do overlap in some parts.Afbeeldingsresultaat voor tpack model
It attempts to identify the nature of knowledge by teachers for technology integration in their teaching. It speaks to multiple parts of the teacher knowledge.

At the heart of the TPACK model is the complex overlap of the three primary forms of knowledge: Content(CK), Pedagogy (PK) and Technology (TK). The TPACK model doesn’t see these three types of knowledge in isolation, but it goes further and emphasizes the kinds of knowledge that lie at the parts that overlap eachother. So there’s Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and, of course, Technological Pedagogical Content Knowledge (TPACK).

It’s about the teachers’ knowledge about the subject matter to be learned or taught (CK), the teachers’ deep knowledge about the processes and practices or methods of teaching and learning (PK), their knowdledge about certain ways of thinking about, and working with technology, tools and resources (TK).

The knowledge of pedagogy is applicable to the teaching of specific content (PCK) and there’s an understandig of the manner in which technology and content influence and constrain one another (TCK) as well as and understanding of how teaching and learning can change when particular technologies are used in particular ways (TPK). . Last but not least, the entire model combined should be underlying truly meaningful and skilled teaching with technology (TPACK).

This was the TPACK model in a nutshell. Down below is a YouTube link to a video with further information, if you’d like to know more! (+/- 3 minutes)

TPACK Model

 

SAMR: a model for teachers to evaluate how they are incorporating technology into their instructional practice.

Afbeeldingsresultaat voor SAMR

 

 

So, SAMR stands short for Substitution, Augmentation, Modification and Redefinition and it goes from Enhancement to Transformation (in the picture above it is the other way around, but I hope you get it).

To explain what this means, I’ll try to explain it. During the Substitution the tech acts as a direct tool to substitute, with no functional change.  This area tends to be teacher centric, where the instructor is guiding all aspects of a lesson.

Augmentation, where computer technology offers an effective tool to perform common tasks. This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.

Modification, Common classroom tasks are being accomplished through the use of computer technology –> This is the first step between enhancing the traditional going of the classroom and transforming the classroom.There is significant functional change in the classroom.  While all students are learning similar skills, computer technology is necessary for this classroom to function allowing peer and teacher feedback.  Questions about writing skills increasingly come from the students themselves. So there is more student-teacher interaction, as the students are allowed to discover and do things for themselves inside of the classroom.

Redefinition, where computer technology allows for new tasks that were previously inconceivable. At this level, common classroom tasks and computer technology exist not as ends but as supports for student centered learning.   Collaboration becomes necessary, for instance in groupwork, and technology allows such communications to occur.  Questions and discussion are increasingly student generated.

Source, including examples

Digital Literacies: Digital literacies refer to our ability to effectively make use of the technologies at our disposal. This includes the social practices that surround the use of ‘new’ media. So, basically it’s about how students are digitally literate and that they know how to use the ‘basic’ programs and technology in their lives.

Technology improves literacy only insofar as it improves a learner’s ability to identify, analyze, evaluate and create media. In fact, it remains entirely possible to fill learning spaces with apps, mobility, notifications, charts, fluid social streams, visualized data, and all-out holograms of Greek philosophers teaching them directly, and only improve their familiarity with these forms and their spectacle rather than the ideas and people behind them.

Literacy implies a fuller understanding and a rounder knowledge. A literate person is aware of multiple information sources, the pros and cons of media forms, and the value and credibility of information. A literate person can process diverse data sources, and suggest macro relevance and micro application of seemingly disparate ideas.

Teach Thought

Digital skills, that’s what I’d actually call them, can help many adult learners to get ahead in the workplace or prepare younger learnes for better future job opportunities. 

There are four areas of focus within the digitl literacies. The area with a focus on language, on connections, on information and or (re)design.

Afbeeldingsresultaat voor digital literacies

 

Well.. that has been quite a read now hasn’t it? While writing this I even had to cut it up in a few parts, because my brain just had an overload of all the informatioAfbeeldingsresultaat voor brain overloadn. Now, my ‘favourite’, or atleast in my eyes the most interesting so far, is about the digital literacies. I realise I’m actually quite old fashioned and I don’t want to use a lot of technology during my teaching (including my internship, except maybe for a PowerPoint or two…), the Digital Literacies have certainly caught my attention. It actually zooms in on everything we use in our daily lives, such as social media, mobile phones, laptops, tablets, etc. and how we are able to integrate this into the learning of the next generation.

Maybe I’ll zoom in on the focus on language another time, but for now it is time for my brain to get some well-deserved rest after a long day.

I hope you enjoyed reading this entry and perhaps we’ll see eachother again at another post (:

 

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One thought on “Exploring this world called TELL; TELL me more

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